Assessment Planning: Developing & Measuring Learning Objectives

[Audio] Welcome. This video focuses on developing and measuring learning objectives within the assessment planning process. We will explore where learning objectives and measurement fit within an assessment plan and review best practices for writing them clearly and effectively..

[Audio] We will begin with a brief overview of assessment plan items and the role of learning objectives and measurement within that structure. From there, we will examine guiding questions for writing learning objectives, the characteristics of strong objectives, strategies for writing them effectively, and approaches for measuring achievement. We will also review important considerations to keep in mind throughout the process and explore how AI can be used as a supportive tool when developing assessment plans. The video will conclude with reflections on effective student learning assessment and its role in continuous improvement..

[Audio] To understand where Learning Objectives and Measurement fit, it is important to understand where they are situated in the structure of an assessment plan..

[Audio] This flowchart illustrates how the major components of an assessment plan connect to form a continuous cycle of improvement. The process begins with the mission or purpose, which serves as the foundation and establishes the overall direction of the program or unit. From the mission, broad goals are identified, which then lead to specific learning objectives that describe what students are expected to know or be able to do. Each learning objective is paired with an Indicator and a Criterion, which, taken together, determine how achievement of a Learning Objective will be measured and what level of performance represents success. Once measurement occurs, the process produces findings, which provide evidence of student learning. Those findings then inform actions—the decisions or improvements made in response to the results. Together, these steps contribute to a plan for continuous improvement, reinforcing that assessment is not a one-time activity but an ongoing, iterative process that strengthens teaching, learning, and program effectiveness over time..

[Audio] Now, let's review some Guiding Questions that shape strong student learning-focused assessment.

[Audio] Effective student learning assessment begins with asking—and systematically addressing—the right questions from the outset of the assessment process. First, it is essential to establish clear expectations regarding what students should know and be able to do by the conclusion of a course or program. This outcomes-focused approach shifts attention from what is taught to what students are expected to learn and demonstrate. Next, we consider how students will demonstrate achievement of these outcomes. In other words, what products, performances, or demonstrations will provide evidence that expectations have been met? Closely related is the question of evidence. What data or student work will allow us to confidently conclude that learning has occurred? Equally important is defining what level of performance constitutes success or mastery. Establishing benchmarks in advance promotes clarity, consistency, and transparency. These questions also emphasize alignment. Learning outcomes should not exist independently; they should connect directly to a program's mission, purpose, goals, and broader institutional priorities. Finally, effective assessment is fundamentally improvement-oriented rather than solely report-driven. We must consider how results will inform teaching and learning practices and who should participate in interpreting findings and determining next steps. Faculty, staff, administrators, and, when appropriate, students all contribute to this process. Collectively, these guiding questions provide the foundation for developing strong learning objectives and selecting meaningful approaches to measurement—topics we will examine next..

[Audio] Having reviewed the broader structure of an assessment plan and the guiding questions that inform effective student learning assessment, we now turn our attention to the characteristics of learning objectives, beginning with a clear definition of a learning objective..

[Audio] A learning objective is a specific and detailed statement describing the knowledge or skills a student should gain as a result of instruction or training. The keywords here are specific and detailed. A strong objective does not describe what will be covered—it describes what students will be able to demonstrate. Notice the emphasis on precise, measurable, and observable action verbs. This is critical. If the objective does not describe something that can be observed or evaluated, it becomes very difficult to measure later. In many ways, this definition sets the tone for everything that follows. Specific and clear objectives make assessment possible. Vague objectives make effective assessment impossible..

[Audio] On the previous slide, we defined a learning objective as a clear, detailed statement that uses precise, measurable language. At the heart of this definition is one central question: What will students actually be expected to do? When writing a Learning Objective, the use of a strong Action Verb is both important and necessary. For examples of strong action verbs, refer to Bloom's Taxonomy or another taxonomy. Including a strong action verb in Learning Objectives ensures you clearly communicate the type of learning being targeted..

[Audio] Once you have considered the definition of a Learning Objective and the importance of clearly communicating the type of learning being targeted, the next step is to make sure the entire objective is structured effectively. To help ensure learning objectives are clear, focused, and measurable, you can rely on what is known as the SMART method. SMART is an acronym that stands for Specific, Measurable, Attainable, Relevant, and Time-bound. This framework helps move objectives away from broad or vague statements and toward outcomes that describe exactly what learners should know and be able to demonstrate. Rather than drafting Learning Objectives and hoping they are strong, the SMART method provides structured criteria to evaluate the effectiveness of the objective. If an objective contains all five components, it is likely strong and well written.Over the next several slides, we'll take a closer look at each component of the SMART method and what it looks like in practice..

[Audio] The first component of the SMART method is Specific. A specific learning objective focuses on one clear behavior, skill, or outcome rather than trying to combine multiple skills into a single statement. When an objective includes more than one behavior, skill, or outcome, then it becomes difficult to measure. Being specific also means clearly identifying the content or topic and stating exactly what students will do with that content. The wording should remove ambiguity so that anyone reading the objective understands the intended outcome..

[Audio] The second component of the SMART method is Measurable. A measurable learning objective includes an Action Verbs that describe something we can actually observe or evaluate. Words like identify, calculate, or explain point to specific performances that can be assessed through exams, projects, presentations, or other assignments. In contrast, vague verbs—such as understand, learn, or know do not describe visible behavior. We can't directly measure 'understanding,' 'learning,' or 'knowing.' Measurable objectives connect directly to methods of assessment. Whether you are using exams, projects, presentations, rubrics, or surveys, the wording of the objective should make it clear how success will be evaluated. As a quick check, try asking yourself: if I had to design an assignment or activity to assess this objective tomorrow, would the wording tell me exactly what to measure? If the answer is unclear, then the objective likely needs to be refined..

[Audio] The next component of the SMART framework is Attainable. An attainable learning objective reflects realistic expectations for students' developmental level, the time available, and the resources within the course or program. This doesn't mean lowering standards. Instead, it means ensuring that the objective matches the scope of instruction. For example, an introductory course may focus on describing or applying concepts, while an advanced course might emphasize analyzing or creating. When objectives are attainable, they appropriately challenge students without setting them up for failure. Aligning expectations with the course level helps ensure that assessment results reflect meaningful progress rather than unrealistic benchmarks of success..

[Audio] The fourth component of the SMARK framework is Relevant. A relevant learning objective aligns with course goals, program outcomes, and, ultimately, the mission of the department or institution. It focuses on learning that truly matters—skills and knowledge that support student success beyond a single assignment or class session. When writing or reviewing objectives, it's helpful to think about how the outcome contributes to what we want our graduates to know or be able to do. If an objective doesn't clearly connect to broader goals, it may need to be revised. Relevance ensures that assessment is purposeful. It keeps us focused on meaningful learning rather than isolated tasks..

[Audio] The final component of the SMART framework is Time-bound. A time-bound learning objective clearly states when students are expected to achieve the outcome. That timeframe might be by the end of a unit, midway through a semester, at the conclusion of a course, or upon completion of an entire program. Including a timeline helps clarify expectations for both instructors and students. It also supports planning—because once we know when learning should occur, we can determine when and how to collect evidence. Time-bound objectives bring structure and accountability to the assessment process, ensuring that outcomes are not only defined but also intentionally measured at the appropriate point in the learning experience..

[Audio] Now that we have reviewed each element of the SMART framework, let's review some examples of how vague objectives can be transformed into SMART Learning Objectives..

[Audio] At the top of this slide is a vague objective. Although the statement, 'Students will learn about and demonstrate basket-weaving techniques,' points to a topic, it is not specific or measurable. Additionally, it is not time-bound, and it is unclear if it is attainable or relevant to a course or degree program. The revised objective is a SMART objective because: 1. It identifies Specific content: Basket-weaving techniques. 2. Contains one Measurable action verb: Demonstrate. 3. Identifies an Attainable, reasonable outcome: Four techniques 4. Is Relevant to a fine arts course or program; and 5. It is Time-bound: upon completion of the Basket-Weaving BFA program..

[Audio] In this example, the statement, 'Students will gain knowledge of sociological theories'—is broad and difficult to measure. It does not specify what students should actually do to demonstrate that knowledge. The revised objective is a SMART objective because: 1. It identifies Specific content: Sociological Theories, 2. Contains one Measurable action verb: Describe, 3. Identifies an Attainable, reasonable outcome: Three Theories, 4. Is Relevant to a sociology course or degree program; and 5. Is Time-bound: By the end of the fall semester..

[Audio] In the third example, the statement, "Students will learn about the social determinants of health," is vague. It is not specific, measurable, or time-bound, and it is unclear if the objective is attainable or relevant. The revised objective is SMART because 1. It identifies Specific content: Key social determinants 2. Contains one Measurable action verb: Analyze 3. Identifies an Attainable and reasonable outcome: Five determinants 4. Is Relevant and aligns with health science learning outcomes, and is 5. Time-bound—By the end of the unit..

[Audio] Writing clear Learning Objectives is only half of the assessment process. The next step is to determine how to measure whether objectives have been achieved. Measurement helps us move from expectations to data and answers questions such as: How will we know if students met the objective? What type of information will we collect? And, what level of performance counts as success?.

[Audio] Measuring a Learning Objective involves creating an Indicator and a Criterion for each objective. The Indicator is the method, instrument, process, or technique used to gather evidence of student learning. Indicators are either a direct method of measurement or an indirect method of measurement. The Criterion is the benchmark, value, or result that will represent success for achieving a Learning Objective Together, these two elements provide clarity. The indicator tells us how we will measure learning, and the criterion tells us how much achievement is expected. Having both clearly defined helps ensure consistency in assessment and makes it easier to interpret results and identify areas for improvement..

[Audio] Now that we understand what an Indicator and a Criterion are, the next question becomes: what types of indicators can we use to gather evidence of student learning? One common approach is a Direct Method of Measurement. 1. Direct methods of measurement evaluate actual samples of student work—they require students to demonstrate knowledge, a skill, or a behavior. 2. These methods could include certification exam scores, portfolios, capstone projects, or observing student behavior during presentations or group discussions. 3. Because they focus on actual student products or performance, direct measures are the preferred and most often used method to measure learning..

[Audio] In addition to direct evidence, assessment plans may also include another type of Indicator Indirect Methods of Measurement. 1. Indirect methods rely on self-reported data through methods such as surveys or focus groups. These methods provide insight into students' perceptions, confidence, or experiences related to learning. 2. While indirect measures don't replace direct evidence, they can add helpful context. For example, they may help explain patterns in direct assessment results or highlight areas where students need additional support. 3. Many strong assessment plans use both direct and indirect methods together to create a more complete picture of learning..

[Audio] In this example, the learning objective specifies that students will be able to demonstrate four basket-weaving techniques. The Indicator is a standardized rubric used to evaluate student performance across four defined domains. This rubric provides a structured and consistent way to gather evidence of learning. The Criterion sets the benchmark for success: 80 percent of students will score at least four out of five in each domain. What's especially important in this example is the reflection included in the criterion. Because the benchmark was not met in the previous cycle, the program plans to make instructional adjustments to better support students. This illustrates one of the most important purposes of assessment: using results to guide improvement rather than simply reporting outcomes..

[Audio] This second example shows how an Indicator and a Criterion can be applied in a different Academic context. The learning objective focuses on students accurately describing three major sociological theories. In this case, the Indicator is a set of exam questions that ask students to describe each theory but also to demonstrate understanding through application. The criterion sets a high benchmark—90 percent of students accurately describing all three theories. Importantly, the slide explains why that standard was chosen. Because these theories are foundational for future coursework and professional practice, a higher level of mastery is expected. Including a clear rationale for the criterion strengthens the assessment plan and helps others understand the reasoning behind performance expectations..

[Audio] In this final example, students are expected to analyze how five key social determinants of health influence community health outcomes. To gather evidence of that learning, the Indicator is a written case study analysis that the instructor will evaluate using a structured scoring guide. The scores generated from that scoring guide become the primary evidence used to determine whether students met the learning objective. The Criterion then establishes the benchmark for success, with 90% of students accurately analyzing all five determinants. This high threshold reflects program expectations for rigor and aligns with accreditation standards emphasizing core competencies. This example illustrates that strong assessment combines a clear objective, a well defined method for gathering evidence of learning, and a transparent benchmark..

[Audio] As we move from examples back to the bigger picture, it is imperative to remember that Learning Objectives, Indicators, and Criteria should be thoughtfully reviewed at the beginning of each assessment cycle to ensure they continue to reflect meaningful learning expectations and support continuous improvement. Regular reflection helps keep assessment relevant, aligned, and responsive to evolving educational needs..

[Audio] Assessment is an ongoing process, and assessment plans should evolve over time. Towards this end, it is important to consider when a Learning Objective and accompanying Indicator and Criterion might change: One reason these elements may change is when outcomes are consistently met across multiple assessment cycles. If students regularly exceed expectations, it may indicate that the benchmark should be raised or the objective revised to promote continued growth. Changes in program direction or curriculum are another common reason for revision. As courses evolve or new priorities emerge, learning objectives and measures should be updated to stay aligned with current goals. Programs may also adjust objectives when introducing new disciplinary content or when professional standards and accreditation expectations are updated. The key idea is that changes should be intentional and evidence-based. Regular review ensures that assessment remains relevant, meaningful, and focused on continuous improvement rather than routine reporting..

[Audio] Once we understand when learning objectives and measures might evolve, the next step is considering who across the institution should be aware of—and engaged with—learning outcomes and how these outcomes are measured. Within the institution, leaders such as deans, department chairs, and program coordinators use learning objectives to guide decisions about curriculum, resources, and program direction. Faculty rely on them to align instruction and assignments, while academic advisors use them to help students understand expectations and pathways for success. Students themselves should also be aware of learning objectives. When learners understand what they are expected to achieve, they are better able to monitor their progress and engage more intentionally with course activities. Beyond campus, external stakeholders and potential employers may view learning objectives as indicators of program quality and graduate preparedness. When learning objectives are shared broadly, assessment becomes a collaborative effort that supports transparency, alignment, and continuous improvement..

[Audio] When developing learning objectives and determining how achievement will be measured, AI can serve as a valuable support tool within the assessment process. AI can assist with drafting learning objectives, suggesting measurable action verbs, and helping structure indicators and criteria, which can improve efficiency and support early-stage planning. At the same time, AI-generated content must be reviewed and refined by faculty and staff. Human expertise is essential to ensure alignment with disciplinary standards, program goals, and student needs. AI should be viewed as a starting point that supports reflection and planning—not as a replacement for professional judgment. When used thoughtfully, AI can enhance efficiency while keeping assessment grounded in academic expertise and intentional decision-making..

[Audio] The Office of Assessment has created an AI-Assisted Assessment Plan Guide for both academic and nonacademic units, which includes step-by-step instructions and prompts for all assessment plan items. This guide is available on the Office of Assessment's Resource webpage..

[Audio] Throughout this video, we have explored how clear learning objectives, thoughtful measurement strategies, and intentional alignment create a strong foundation for meaningful assessment. By applying these principles consistently, assessment becomes more focused, manageable, and useful for guiding decisions and strengthening outcomes. Together, these practices support a more purposeful and effective approach to student learning assessment..

[Audio] Moving forward, it is important to remember that effective student learning assessment is a collaborative and ongoing process. Meaningful assessment occurs when faculty, staff, and students engage in continual dialogue, using evidence to guide decisions and improve learning experiences. When assessment is approached as a cycle of reflection and improvement, it becomes a powerful tool for strengthening programs and supporting student success.

[Audio] If you would like additional support as you develop or refine your assessment plans, the Office of Assessment is available to assist. Please feel free to contact the assessment team or visit the Office of Assessment webpage for resources, guidance, and additional tools to support your work.